第一篇：Ted Talks 鄒奇奇演講稿-大人應(yīng)該向孩子學(xué)習(xí)。大全

Now I want to start with a question: when was the last time you were called childish?

For kids like me, being called childish can be a frequent occurrence.Every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal American citizens, we are called childish,which really bothers me.After all, take a look at these events.Imperialism and colonization, world wars ,Goerge W.Bush.Ask yourself: who’s responsible? Adults.Now, what have kids done?

Well, Anne Frank touched millions with her powerful account of the Holocaust, Ruby Bridges helped end segregation in the United States, and most recently, Charlie Simpson helped to raise 120,000 pounds for Haiti on his little bike.So, as you can see evidenced by such examples, age has absolutely nothing to do with it.The traits the word childish addresses are seen so often in adults that we should abolish this age-discriminatory word when it comes to criticizing behavior associated with irresponsibility and irrational thinking.Thank you.Then again, who’s to say that certain types of irrational thinking aren’t exactly what the world needs? Maybe you’ve had grand plans before, but stopped yourself, thinking: that’s impossible or that costs too much or that won’t benefit me.For better or worse, we kids aren’t hampered as much when it comes to thinking about reasons why not to do things.Kids can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or that everything were free kind of Utopia.How many of you still dream like that and believe in the possiblities?

Sometimes a knowledge of history and the past failures of Utopian ideals can be a burden.Because you know that if everything were free, that the food stocks would become depleted, and scarce and lead to chaos.On the other hand, we kids still dream about perfection.And that’s a good thing because in order to make anything a reality, you have to dream about it first.In many ways, our audacity to imagine helps push the boundaries of possibility.For instance, the Museum of Glass in Tacoma, Washington, my home state, yoohoo Washington, has a program called Kids Design Glass, and kids draw their own ideas for glass art.Now the resident artist sais they got some of their best ideas through the program because kids don’t think about the limitations of how hard it can be to blow glass into certain shapes.They just think of good ideas.Now when you think of glass, you might think of colorful Chihuly designs or maybe Italian vases.But kids challenge glass artists to go beyond that into the realm of broken-hearted snakes and bacon boys, who you can see has meat vision.Now, our inherent wisdom doesn’t have to be insiders’ knowledge.Kids already do a lot of learning from adults, and we have a lot to share.I think that adults should start learning from kids.Now, I do most of my speaking in front of an education crowd, teachers and students, and I like this analogy.It shouldn’t just be a teacher at the head of the classroom telling students do this, do that.The students should teach their teachers.Learning between grown ups and kids should be reciprocal.The reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.Now, if you don’t trust someone, you place restrictions on them, right.If I doubt my older sister’s ability to pay back the 10 percent interest I established on her last loan, I’m going to withhold her ability to get more money from me until she pays it back.True story, by the way.Now, adults seem to have a prevalently restrictive attitude towards kids from every “don’t do that,” “don’t do this” in the school handbook, to restrictions on school internet use.As history points out, regimes become oppressive when they’re fearful about keeping control.And, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little , say in making the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population.Now, what’s even worse than restriction is that adults often underestimate kids abilities.We love challenges, but when expectations are low, trust me, we will sink to them.My own parents had anything but low expectations for me and my sister.Okay, so they didn’t tell us to become doctors or lawyers or anything like that, but my dad did read to us about Aristotle and “Pioneer Germ Fighters” , when lots of other kids were hearing “the wheels in the bus go round and round”.Well, we heard that one too.But “Pioneer Germ Fighters” totally rules.I loved to write from the age of four, and when I was six, my mom bought me my own laptop equipped with Microsoft Word.Thank you Bill Gates and thank you Ma.I wrote over 300 short stories on that little laptop, and I wanted to get published.Instead of just scoffing at this heresy, that a kid wanted to get published, or saying wait until you’re older, my parents were very supportive.Many publishers were not quite so encouraging.One large children’s publisher ironically saying that they didn’t work with children.Children’s publisher not working with children? I don’t know, you are knid of alienating a large client there.Now, one publisher, Action Publishing was willing to take that leap and trust me, and to listen to what I had to say.They published my first book, “Flying Fingers”, you see it here, and from there on, it’s gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.I appreciate your attention today, because to show that you truly care, you listen.But there’s a problem with this rosy picture of kids being so much better than adults.Kids grow up and become adults just like you.Or just like you, really? The goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials.But the way progress happens is because new generations and new eras grow and develop and become better than the previous ones.It’s the reason we are not in the Dark Ages anymore.No matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away.Adults and fellow TEDsters, you need to listen and learn from kids and trust us and expect more from us.“You must lend an ear today, because we are the leaders of tomorrow”, which means we are going to be taking care of you when you are old and senile.No, just kidding.Actually, no, really, we are going to be the next generation, the one who will bring this world forward.And in case you don’t think that this really has meanings for you, remember that cloning is possible, that involves going through childhood again, in which case, you’ll want to be heard just like my generation.Now, the world needs opportunities for new leaders and new ideas.Kids need opportunities to lead and succeed.Are you ready to make the match? Because the world’s problems shouldn’t be the human family’s heirloom.Thank you.

第二篇：鄒奇奇演講稿 經(jīng)典

鄒奇奇演講稿

Now, I want to start with a question: When was the last time you were called childish? For kids like me, being called childish can be a frequent occurrence.Every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal American citizens, we are called childish, which really bothers me.After all, take a look at these events: Imperialism and colonization, world wars, George W.Bush.Ask yourself: Who's responsible? Adults.Now, what have kids done? Well, Anne Frank touched millions with her powerful account of the Holocaust, Ruby Bridges helped end segregation in the United States, and, most recently, Charlie Simpson helped to raise 120,000 pounds for Haiti on his little bike.So, as you can see evidenced by such examples, age has absolutely nothing to do with it.The traits the word childish addresses are seen so often in adults that we should abolish this age-discriminatory word when it comes to criticizing behavior associated with irresponsibility and irrational thinking.(Applause)

Thank you.Then again, who's to say that certain types of irrational thinking aren't exactly what the world needs? Maybe you've had grand plans before, but stopped yourself, thinking: That's impossible or that costs too much or that won't benefit me.For better or worse, we kids aren't hampered as much when it comes to thinking about reasons why not to do things.Kids can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or that everything were

free kind of utopia.How many of you still dream like that and believe in the possibilities? Sometimes a knowledge of history and the past failures of utopian ideals can be a burden because you know that if everything were free, that the food stocks would become depleted, and scarce and lead to chaos.On the other hand, we kids still dream about perfection.And that's a good thing because in order to make anything a reality, you have to dream about it first.In many ways, our audacity to imagine helps push the boundaries of possibility.For instance, the Museum of Glass in Tacoma, Washington, my home state--yoohoo Washington--(Applause)has a program called Kids Design Glass, and kids draw their own ideas for glass art.Now, the resident artist said they got some of their best ideas through the program because kids don't think about the limitations of how hard it can be to blow glass into certain shapes.They just think of good ideas.Now, when you think of glass, you might think of colorful Chihuly designs or maybe Italian vases, but kids challenge glass artists to go beyond that into the realm of broken-hearted snakes and bacon boys, who you can see has meat vision.(Laughter)

Now, our inherent wisdom doesn't have to be insiders' knowledge.Kids already do a lot of learning from adults, and we have a lot to share.I think that adults should start learning from kids.Now, I do most of my speaking in front of an education crowd, teachers and students, and I like this analogy.It shouldn't just be a teacher at the head of the classroom telling students do this, do that.The students should teach their teachers.Learning between grown ups and kids should be reciprocal.The reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.Now, if you don't trust someone, you place restrictions on them, right.If I doubt my older sister's ability to pay back the 10 percent interest I established on her last loan, I'm going to withhold her ability to get more money from me until she pays it back.(Laughter)True story, by the way.Now, adults seem to have a prevalently restrictive attitude towards kids from every “don't do that,” “don't do this” in the school handbook, to restrictions on school internet use.As history points out, regimes become oppressive when they're fearful about keeping control.And, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little, say in making the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population.Now, what's even worse than restriction is that adults often underestimate kids abilities.We love challenges, but when expectations are low, trust me, we will sink to them.My own parents had anything but low expectations for me and my sister.Okay, so they didn't tell us to become doctors or lawyers or anything like that, but my dad did read to us about Aristotle and pioneer germ fighters when lots of other kids were hearing “The Wheels on the Bus Go Round and Round.” Well, we heard that one too, but “Pioneer Germ Fighters” totally rules.(Laughter)

I loved to write from the age of four, and when I was six my mom bought me my own laptop equipped with Microsoft Word.Thank you Bill Gates and thank you Ma.I wrote over 300 short stories on that little laptop, and I wanted to get published.Instead of just scoffing at this heresy that a kid wanted to get published, or saying wait until you're older, my parents were really

supportive.Many publishers were not quite so encouraging.One large children's publisher ironically saying that they didn't work with children.Children's publisher not working with children? I don't know, you're kind of alienating a large client there.(Laughter)Now, one publisher, Action Publishing, was willing to take that leap and trust me, and to listen to what I had to say.They published my first book, “Flying Fingers,”--you see it here--and from there on, it's gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.I appreciate your attention today, because to show that you truly care, you listen.But there's a problem with this rosy picture of kids being so much better than adults.Kids grow up and become adults just like you.(Laughter)Or just like you, really? The goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials, but the way progress happens is because new generations and new eras grow and develop and become better than the previous ones.It's the reason we're not in the Dark Ages anymore.No matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away.(Laughter)

Adults and fellow TEDsters, you need to listen and learn from kids and trust us and expect more from us.You must lend an ear today, because we are the leaders of tomorrow, which means we're going to be taking care of you when you're old and senile.No, just kidding.No, really, we are going to be the next generation, the ones who will bring this world forward.And, in case you don't think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, you'll want to be heard just like my generation.Now, the world needs opportunities for new leaders and new ideas.Kids need opportunities to lead and succeed.Are you ready to make the match? Because the world's problems shouldn't be the human family's heirloom.Thank you.(Applause)Thank you.Thank you.

第三篇：鄒奇奇,演講稿

篇一：鄒奇奇演講稿

now, i want to start with a question: when was the last time you were called childish? for kids like me, being called childish can be a frequent occurrence.every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal american citizens, we are called childish, which really bothers me.after all, take a look at these events: imperialism and colonization, world wars, george w.bush.ask yourself: whos responsible? adults.now, what have kids done? well, anne frank touched millions with her powerful washington has a program called kids design glass, and kids draw their own ideas for glass art.now, the resident artist said they got some of their best ideas through the program because kids dont think about the limitations of how hard it can be to blow glass into certain shapes.they just think of good ideas.now, when you think of glass, you might think of colorful chihuly designs or maybe italian vases, but kids challenge glass artists to go beyond that into the realm of broken-hearted snakes and bacon boys, who you can see has meat vision.now, our inherent wisdom doesnt have to be insiders knowledge.kids already do a lot of learning from adults, and we have a lot to share.i think that adults should start learning from kids.now, i do most of my speaking in front of an education crowd, teachers and students, and i like this analogy.it shouldnt just be a teacher at thehead of the classroom telling students do this, do that.the students should teach their teachers.learning between grown ups and kids should be reciprocal.the reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.now, if you dont trust someone, you place restrictions on them, right.if i doubt my older sisters ability to pay back the 10 percent interest i established on her last loan, im going to withhold her ability to get more money from me until she pays it back.true story, by the way.now, adults seem to have a prevalently restrictive attitude towards kids from every dont do that, dont do this in the school handbook, to restrictions on school internet use.as history points out, regimes now, whats even worse than restriction is that adults often underestimate kids i loved to write from the age of four, and when i was six my mom bought me my own laptop equipped with microsoft word.thank you bill gates and thank you ma.i wrote over 300 short stories on that little laptop, and i wanted to get published.instead of just scoffing at this heresy that a kid wanted to get published, or saying wait until youre older, my parents were really supportive.many publishers were not quite so encouraging.one large childrens publisher ironically saying that they didnt work with children.childrens publisher not working with children? i dont know, youre kind of alienating a large client there.now, one publisher, action publishing, was willing to take that leap and trust me, and to listen to what i had to say.they published my first book, flying fingers,--you see it here--and from there on, its gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.opportunities for children so that we can grow up to blow you away.adults and fellow tedsters, you need to listen and learn from kids and trust us and expect more from us.you must lend an ear today, because we are the leaders of tomorrow, which means were going to be taking care of you when youre old and senile.no, just kidding.no, really, we are going to be the next generation, the ones who will bring this world forward.and, in case you dont think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, youll want to be heard just like my generation.now, the world needs opportunities for new leaders and new ideas.kids need opportunities to lead and succeed.are you ready to make the match? because the worlds problems shouldnt be the human familys heirloom篇二：鄒奇奇的演講稿(中英雙語)中文部分：

首先我要問大家一個(gè)問題： 上一回別人說你幼稚是什么時(shí)候？ 像我這樣的小孩，可能經(jīng)常會(huì)被人說成是幼稚。每一次我們提出不合理的要求，做出不負(fù)責(zé)任的行為，或者展現(xiàn)出有別于 普通美國公民的慣常行為之時(shí)，我們就被說成是幼稚。這讓我很不服氣。首先，讓我們來回顧下這些事件： 帝國主義和殖民主義，世界大戰(zhàn)，小布什。請(qǐng)你們捫心自問下：這些該歸咎于誰？是大人。

而小孩呢，做了些什么？ 安妮·弗蘭克(anne frank)對(duì)大屠殺強(qiáng)有力的敘述 打動(dòng)了數(shù)百萬人的心。魯比·布里奇斯為美國種族隔離的終結(jié)作出了貢獻(xiàn)。另外，最近還有一個(gè)例子，查理·辛普森（charlie simpson）騎自行車 為海地募得 12萬英鎊。所以，這些例子證明了 年齡與行為完全沒有關(guān)系。幼稚這個(gè)詞所對(duì)應(yīng)的特點(diǎn) 是常?？梢詮拇笕松砩峡吹?，由此我們?cè)谂u(píng) 不負(fù)責(zé)和非理性的相關(guān)行為時(shí)，應(yīng)停止使用這個(gè)年齡歧視的詞。

（掌聲）

謝謝！

話說回來，誰能說 我們這個(gè)世界不正是需要 某些類型的非理性思維嗎？ 也許你以前有過宏大的計(jì)劃，但卻半途而廢，心想： 這個(gè)不可能，或代價(jià)太高 或這對(duì)我不利。不管是好是壞，我們小孩子 在思考不做某事的理由時(shí)，不太受這些考量的影響。小孩可能會(huì)有滿腦子的奇思妙想 和積極的想法，例如我希望沒有人挨餓 或者所有東西都是免費(fèi)的，有點(diǎn)像烏托邦的理念。你們當(dāng)中有多少人還會(huì)有這樣的夢想 并相信其可能性？ 有時(shí)候?qū)v史 及對(duì)烏托邦的了解，可能是一種負(fù)擔(dān)，因?yàn)槟阒兰偃缢袞|西都是免費(fèi)的，食物儲(chǔ)備會(huì)被清空，而缺失將會(huì)導(dǎo)致混亂。另一方面，我們小孩還對(duì)完美抱有希望。這是件好事，因?yàn)?要將任何事情變?yōu)楝F(xiàn)實(shí)，你首先得心懷夢想。

在很多方面，我們的大膽想象 拓寬了可能性的疆界。例如，華盛頓州塔可馬市的玻璃博物館，我的家鄉(xiāng)華盛頓州——你好！（掌聲）這個(gè)博物館里有一個(gè)項(xiàng)目叫“兒童玻璃設(shè)計(jì)”，小孩們自由創(chuàng)作自己的玻璃作品。后來，駐館藝術(shù)家說 他們所有的一些極佳靈感就來自這個(gè)項(xiàng)目，因?yàn)樾『⒉蝗ダ頃?huì) 吹出不同形狀玻璃的難度限制 他們只是構(gòu)思好的點(diǎn)子。當(dāng)說到玻璃的時(shí)候，你們可能 想到的是奇胡利(chihuly)色彩豐富的玻璃設(shè)計(jì) 或意大利花瓶，但小孩子敢于挑戰(zhàn)玻璃藝術(shù)家，并超越他們 進(jìn)入心碎蛇 和火腿男孩的領(lǐng)地——看到了嗎，火腿男孩有“肉視力”哦（笑聲）

我們先天的智慧 堪比內(nèi)行人的知識(shí)。小孩已經(jīng)從大人身上學(xué)到許多，而我們也有很多東西可以和大人共享。我認(rèn)為大人應(yīng)該開始向小孩學(xué)習(xí)。聽我演講的觀眾大都是教育圈子里的，這其中有老師和學(xué)生。我喜歡這個(gè)類比。不應(yīng)該只是老師站在教室講臺(tái)上 告訴學(xué)生做這個(gè)做那個(gè)。學(xué)生亦應(yīng)教育他們的老師。成人和兒童之間 應(yīng)該互相學(xué)習(xí)。不幸的是，于現(xiàn)實(shí)里，情況是截然不同的。這跟信任的關(guān)系很大，或者說是缺乏信任的結(jié)果。

如果你不信任某人，你就給他們?cè)O(shè)限，對(duì)吧。如果我懷疑我姐姐沒有能力 償還我給她的上一筆貸款的 百分之十的利息時(shí)，我將要限制她再向我借錢，直到她還清借款為止。（笑聲）順便提一下，這是個(gè)真實(shí)的例子。大人呢，似乎普遍地 對(duì)小孩持限制性的態(tài)度，從學(xué)校手冊(cè)里的 “不能做這個(gè)”、“不能做那個(gè)” 到學(xué)?；ヂ?lián)網(wǎng)使用的各種限制性規(guī)定。歷史告訴我們，當(dāng)政體害怕統(tǒng)治失控時(shí)，它就會(huì)變得暴虐。雖然大人可能不會(huì) 像獨(dú)裁政權(quán)一樣心狠手辣，但小孩在制定規(guī)則方面是幾乎沒有話語權(quán)的。而正確的態(tài)度應(yīng)該是兩者相互尊重的，也就是說成人群體應(yīng)該了解 并認(rèn)真對(duì)待年幼群體的 愿望。

然而比限制更糟糕的是，大人常常低估小孩的能力。我們喜歡挑戰(zhàn)，但假如大人對(duì)我們期望很低的話，說真的，我們就會(huì)不思進(jìn)取。我自己的父母對(duì)我和姐姐 抱很高的期望。當(dāng)然，他們沒有讓我們立志成為醫(yī)生 或律師諸如此類的，但我爸經(jīng)常讀 關(guān)于亞里斯多德 和先鋒細(xì)菌斗士的故事給我們聽，而其他小孩大多聽的是 《公車的輪子轉(zhuǎn)呀轉(zhuǎn)》。其實(shí)我們也有聽這個(gè)，但《先鋒細(xì)菌斗士》實(shí)在是比那個(gè)強(qiáng)多了。（笑聲）

四歲的時(shí)候我就喜歡上寫作，六歲的時(shí)候，我媽給我買了臺(tái)裝有微軟word軟件的個(gè)人手提電腦。謝謝你比爾·蓋茨！也謝謝你，媽咪！我用那個(gè)小手提電腦 寫了300多篇短篇故事，而且我想發(fā)表我的作品。一個(gè)小孩想發(fā)表作品 這簡直是天方夜譚，但我父母沒有嘲笑我，也沒有說等你長大點(diǎn)兒再說，他們非常支持我。但是很多出版社的回應(yīng)讓人失望。頗具諷刺意味的是，一個(gè)很大的兒童出版社說，他們不跟兒童打交道。兒童出版社不跟兒童打交道？ 怎么說呢，你這是在怠慢一個(gè)大客戶嘛。（笑聲）有一個(gè)出版商，行動(dòng)出版社 愿意給我一個(gè)機(jī)會(huì)，并傾聽我想說的話。他們出版了我的第一本書《飛舞的手指》——就是這個(gè)—— 那以后，我到數(shù)百個(gè)學(xué)校去演講，給數(shù)千個(gè)老師作主題演講，最后，在今天，給你們作演講。

我感謝你們今天聽我演講，因?yàn)槟銈儠?huì)傾聽我，這證明你們真的在乎。但小孩比大人強(qiáng)得多的這幅樂觀圖景 是存在一個(gè)問題的。小孩會(huì)長大并變成像你們一樣的大人。（笑聲）跟你們一樣，真的嗎？ 我們的目標(biāo)不是讓小孩變成你們這樣的大人，而是比你們強(qiáng)的大人?？紤]到你們都這么了不起，這可能頗具挑戰(zhàn)性。但進(jìn)步 是因新的一代人和新的時(shí)期而發(fā)生，不斷的進(jìn)步和發(fā)展，并超越之前的年代。這就是為什么我們不再處于黑暗時(shí)代。不管在生活中你的位置在哪里，你必須給孩子創(chuàng)造機(jī)會(huì)。這樣他們才能成長并讓你揚(yáng)眉吐氣。（笑聲）

大人和ted觀眾們，你們需要傾聽并向小孩學(xué)習(xí)，信任我們和對(duì)我們懷有更高的期望。今天你們需要聆聽，因?yàn)槲覀兪敲魈斓念I(lǐng)導(dǎo)，這意味著當(dāng)你們年老體衰時(shí)，我們會(huì)照顧你們。哈，只是開玩笑了。確實(shí)，我們將成為推動(dòng)世界前進(jìn) 的下一代人。而且，假如你認(rèn)為這對(duì)你沒有意義的話，不要忘了克隆是可能的，而這意味著童年可以重來，這種情況下，像我們這一代人一樣，你也會(huì)希望大人傾聽你們的心聲。世界需要產(chǎn)生新的領(lǐng)導(dǎo)人 和新想法的機(jī)會(huì)。小孩需要機(jī)會(huì)去領(lǐng)導(dǎo)和取得成功。你準(zhǔn)備好去促成這一切了嗎？ 因?yàn)檫@個(gè)世界的問題，不應(yīng)該是人類家庭的傳家寶。謝謝你們?。ㄕ坡暎┲x謝！謝謝！

英文部分：

now, i want to start with a question: when was the last time you were called childish? for kids like me, being called childish can be a frequent occurrence.every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal american citizens, we are called childish, which really bothers me.after all, take a look at these events: imperialism and colonization, world wars, george w.bush.ask yourself: whos responsible? adults.(applause)thank you.now, our inherent wisdom doesnt have to be insiders knowledge.kids already do a lot of learning from adults, and we have a lot to share.i think that adults should start learning from kids.now, i do most of my speaking in front of an education crowd, teachers and students, and i like this analogy.it shouldnt just be a teacher at the head of the classroom telling students do this, do that.the students should teach their teachers.learning between grown ups and kids should be reciprocal.the reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.i loved to write from the age of four, and when i was six my mom bought me my own laptop equipped with microsoft word.thank you bill gates and thank you ma.i wrote over 300 short stories on that little laptop, and i wanted to get published.instead of just scoffing at this heresy thata kid wanted to get published, or saying wait until youre older, my parents were really supportive.many publishers were not quite so encouraging.one large childrens publisher ironically saying that they didnt work with children.childrens publisher not working with children? i dont know, youre kind of alienating a large client there.(laughter)now, one publisher, action publishing, was willing to take that leap and trust me, and to listen to what i had to say.they published my first book, flying fingers,--you see it here--and from there on, its gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.adults and fellow tedsters, you need to listen and learn from kids and trust us and expect more from us.you must lend an ear today, because we are the leaders of tomorrow, which means were going to be taking care of you when youre old and senile.no, just kidding.no, really, we are going to be the next generation, the ones who will bring this world forward.and, in case you dont think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, youll want to be heard just like my generation.now, the world needs opportunities for new leaders and new ideas.kids need opportunities to lead and succeed.are you ready to make the match? because the worlds problems shouldnt be the human familys heirloom.thank you.(applause)thank you.thank you.篇三：ted演講鄒奇奇：成年人能從孩子身上學(xué)習(xí)什么

成年人能從孩子身上學(xué)到什么--鄒奇奇在ted的演講稿（英文加中文翻譯）(2011-05-22 18:21:46)標(biāo)簽： 育兒雜談 分類： 轉(zhuǎn)載 鄒奇奇背景資料

美國華盛頓州西雅圖市華裔女童鄒奇奇（英文名adora svitak），2008年被美國媒體譽(yù)為“世 界上最聰明的孩子”，她比鳳姐牛多了，3歲時(shí)就開始閱讀各種書籍，從4歲起寫下了400 多篇故事和詩歌，8歲時(shí)出版的故事集《飛揚(yáng)的手指》轟動(dòng)美國，其中包含的300多篇故事 大多以中世紀(jì)為背景，從古埃及寫到了文藝復(fù)興，文中透露的政治、宗教和教育見解，思想 深刻，文思嚴(yán)謹(jǐn)。鄒奇奇也被美國廣播公司譽(yù)為“美國文壇小巨人”。

鄒奇奇的母親鄒燦(joyce)是中國重慶人，1988年到美國后，學(xué)習(xí)法語專業(yè)的她又獲得了英 語文學(xué)碩士學(xué)位，現(xiàn)在是美國一家電話語音翻譯公司的中英文翻譯員。奇奇的父親約翰john svitak是一名捷克裔美國人物理學(xué)博士，現(xiàn)任職于微軟公司。除了奇奇外，他們還有另一個(gè) 名叫希希的10歲女兒，姐妹倆的名字合起來就是“希奇”。全家生活在美國華盛頓州西雅圖 市。盡管鄒奇奇的外表和其他同齡孩子沒啥兩樣，但她的知識(shí)和成就卻遠(yuǎn)非同齡孩子可比。now, i want to start with a question: when was the last time you were called childish? for kids like me, being called childish can be a frequent occurrence.every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal american citizens, we are called childish, which really bothers me.after all, take a look at these events: imperialism and colonization, world wars, george w.bush.ask yourself: whos responsible? adults.now, what have kids done? well, anne frank touched millions with her powerful account of the holocaust, ruby bridges helped end segregation in the united states, and, most recently, charlie simpson helped to raise 120,000 pounds for haiti on his little bike.so, as you can see evidenced by such examples, age has absolutely nothing to do with it.the traits the word childish addresses are seen so often in adults that we should abolish this age-discriminatory word(applause)thank you.then again, whos to say that certain types of irrational thinking arent exactly what the world needs? maybe youve had grand plans before, but stopped yourself, thinking: thats impossible or that costs too much or that wont benefit me.for better or worse, we can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or that everything were free kind of utopia.how many of you still dream like that and believe in the possibilities? sometimes a knowledge of history and the past failures of utopian ideals can be a depleted, and scarce and lead to chaos.on the other hand, we kids still dream about perfection.and thats a good thing because in order to make anything a reality, you have to dream about it first.in many ways, our audacity to imagine helps push the boundaries of possibility.for(applause)hasnow, our inherent wisdom doesnt have to be insiders knowledge.kids already do a lot of 首先我要問大家一個(gè)問題： 上一回別人說你幼稚是什么時(shí)候？ 像我這樣的小孩，可能經(jīng)常會(huì)被人說成是幼稚。每一次我們提出不合理的要求，做出不負(fù)責(zé)任的行為，或者展現(xiàn)出有別于 普通美國公民的慣常行為之時(shí)，我們就被說成是幼稚。這讓我很不服氣。首先，讓我們來回顧下這些事件： 帝國主義和殖民主義，世界大戰(zhàn)，小布什。請(qǐng)你們捫心自問下：這些該歸咎于誰？是大人。

而小孩呢，做了些什么？ 安妮·弗蘭克(anne frank)對(duì)大屠殺強(qiáng)有力的敘述打動(dòng)了數(shù)百萬人的心。魯比·布里奇斯為美國種族隔離的終結(jié)作出了貢獻(xiàn)。另外，最近還有一個(gè)例子，查理·辛普森（charlie simpson）騎自行車 為海地募得 12萬英鎊。所以，這些例子證明了年齡與行為完全沒有關(guān)系。幼稚這個(gè)詞所對(duì)應(yīng)的特點(diǎn) 是常?？梢詮拇笕松砩峡吹?，由此我們?cè)谂u(píng) 不負(fù)責(zé)和非理性的相關(guān)行為時(shí)，應(yīng)停止使用這個(gè)年齡歧視的詞。（掌聲）謝謝！

話說回來，誰能說 我們這個(gè)世界不正是需要 某些類型的非理性思維嗎？ 也許你以前有過宏大的計(jì)劃，但卻半途而廢，心想： 這個(gè)不可能，或代價(jià)太高 或這對(duì)我不利。不管是好是壞，我們小孩子 在思考不做某事的理由時(shí)，不太受這些考量的影響。小孩可能會(huì)有滿腦子的奇思妙想 和積極的想法，例如我希望沒有人挨餓 或者所有東西都是免費(fèi)的，有點(diǎn)像烏托邦的理念。你們當(dāng)中有多少人還會(huì)有這樣的夢想 并相信其可能性？ 有時(shí)候?qū)v史 及對(duì)烏托邦的了解，可能是一種負(fù)擔(dān)，因?yàn)槟阒兰偃缢袞|西都是免費(fèi)的，食物儲(chǔ)備會(huì)被清空，而缺失將會(huì)導(dǎo)致混亂。另一方面，我們小孩還對(duì)完美抱有希望。這是件好事，因?yàn)橐獙⑷魏问虑樽優(yōu)楝F(xiàn)實(shí)，你首先得心懷夢想。

在很多方面，我們的大膽想象 拓寬了可能性的疆界。例如，華盛頓州塔可馬市的玻璃博物館，我的家鄉(xiāng)華盛頓州——你好?。ㄕ坡暎┻@個(gè)博物館里有一個(gè)項(xiàng)目叫“兒童玻璃設(shè)計(jì)”，小孩們自由創(chuàng)作自己的玻璃作品。后來，駐館藝術(shù)家說他們所有的一些極佳靈感就來自這個(gè)項(xiàng)目，因?yàn)樾『⒉蝗ダ頃?huì) 吹出不同形狀玻璃的難度限制 他們只是構(gòu)思好的點(diǎn)子。當(dāng)說到玻璃的時(shí)候，你們可能 想到的是奇胡利(chihuly)色彩豐富的玻璃設(shè)計(jì) 或意大利花瓶，但小孩子敢于挑戰(zhàn)玻璃藝術(shù)家，并超越他們 進(jìn)入心碎蛇 和火腿男孩的領(lǐng)地——看到了嗎，火腿男孩有“肉視力”哦（笑聲）

我們先天的智慧 堪比內(nèi)行人的知識(shí)。小孩已經(jīng)從大人身上學(xué)到許多，而我們也有很多東西可以和大人共享。我認(rèn)為大人應(yīng)該開始向小孩學(xué)習(xí)。聽我演講的觀眾大都是教育圈子里的，這其中有老師和學(xué)生。我喜歡這個(gè)類比。不應(yīng)該只是老師站在教室講臺(tái)上 告訴學(xué)生做這個(gè)做那個(gè)。學(xué)生亦應(yīng)教育他們的老師。成人和兒童之間 應(yīng)該互相學(xué)習(xí)。不幸的是，于現(xiàn)實(shí)里，情況是截然不同的。這跟信任的關(guān)系很大，或者說是缺乏信任的結(jié)果。

如果你不信任某人，你就給他們?cè)O(shè)限，對(duì)吧。如果我懷疑我姐姐沒有能力 償還我給她的上一筆貸款的 百分之十的利息時(shí)，我將要限制她再向我借錢，直到她還清借款為止。（笑聲）順便提一下，這是個(gè)真實(shí)的例子。大人呢，似乎普遍地 對(duì)小孩持限制性的態(tài)度，從學(xué)校手冊(cè)里的 “不能做這個(gè)”、“不能做那個(gè)” 到學(xué)校互聯(lián)網(wǎng)使用的各種限制性規(guī)定。歷史告訴我們，當(dāng)政體害怕統(tǒng)治失控時(shí)，它就會(huì)變得暴虐。雖然大人可能不會(huì) 像獨(dú)裁政權(quán)一樣心狠手辣，但小孩在制定規(guī)則方面是幾乎沒有話語權(quán)的。而正確的態(tài)度應(yīng)該是兩者相互尊重的，也就是說成人群體應(yīng)該了解 并認(rèn)真對(duì)待年幼群體的 愿望。

然而比限制更糟糕的是，大人常常低估小孩的能力。我們喜歡挑戰(zhàn)，但假如大人對(duì)我們期望很低的話，說真的，我們就會(huì)不思進(jìn)取。我自己的父母對(duì)我和姐姐 抱很高的期望。當(dāng)然，他們沒有讓我們立志成為醫(yī)生 或律師諸如此類的，但我爸經(jīng)常讀 關(guān)于亞里斯多德 和先鋒細(xì)菌斗士的故事給我們聽，而其他小孩大多聽的是 《公車的輪子轉(zhuǎn)呀轉(zhuǎn)》。其實(shí)我們也有聽這個(gè)，但《先鋒細(xì)菌斗士》實(shí)在是比那個(gè)強(qiáng)多了。（笑聲）

四歲的時(shí)候我就喜歡上寫作，六歲的時(shí)候，我媽給我買了臺(tái)裝有微軟word軟件的個(gè)人手提電腦。謝謝你比爾·蓋茨！也謝謝你，媽咪！我用那個(gè)小手提電腦寫了300多篇短篇故事，而且我想發(fā)表我的作品。一個(gè)小孩想發(fā)表作品 這簡直是天方夜譚，但我父母沒有嘲笑我，也沒有說等你長大點(diǎn)兒再說，他們非常支持我。但是很多出版社的回應(yīng)讓人失望。頗具諷刺意味的是，一個(gè)很大的兒童出版社說，他們不跟兒童打交道。兒童出版社不跟兒童打交道？ 怎么說呢，你這是在怠慢一個(gè)大客戶嘛。（笑聲）有一個(gè)出版商，行動(dòng)出版社 愿意給我一個(gè)機(jī)會(huì)，并傾聽我想說的話。他們出版了我的第一本書《飛舞的手指》——就是這個(gè)—— 那以后，我到數(shù)百個(gè)學(xué)校去演講，給數(shù)千個(gè)老師作主題演講，最后，在今天，給你們作演講。

我感謝你們今天聽我演講，因?yàn)槟銈儠?huì)傾聽我，這證明你們真的在乎。但小孩比大人強(qiáng)得多的這幅樂觀圖景 是存在一個(gè)問題的。小孩會(huì)長大并變成像你們一樣的大人。（笑聲）跟你們一樣，真的嗎？ 我們的目標(biāo)不是讓小孩變成你們這樣的大人，而是比你們強(qiáng)的大人?？紤]到你們都這么了不起，這可能頗具挑戰(zhàn)性。但進(jìn)步 是因新的一代人和新的時(shí)期而發(fā)生，不斷的進(jìn)步和發(fā)展，并超越之前的年代。這就是為什么我們不再處于黑暗時(shí)代。不管在生活中你的位置在哪里，你必須給孩子創(chuàng)造機(jī)會(huì)。這樣他們才能成長并讓你揚(yáng)眉吐氣。（笑聲）

大人和ted觀眾們，你們需要傾聽并向小孩學(xué)習(xí)，信任我們和對(duì)我們懷有更高的期望。今天你們需要聆聽，因?yàn)槲覀兪敲魈斓念I(lǐng)導(dǎo)，這意味著當(dāng)你們年老體衰時(shí)，我們會(huì)照顧你們。哈，只是開玩笑了。確實(shí)，我們將成為推動(dòng)世界前進(jìn) 的下一代人。而且，假如你認(rèn)為這對(duì)你沒有意義的話，不要忘了克隆是可能的，而這意味著童年可以重來，這種情況下，像我們這一代人一樣，你也會(huì)希望大人傾聽你們的心聲。世界需要產(chǎn)生新的領(lǐng)導(dǎo)人 和新想法的機(jī)會(huì)。小孩需要機(jī)會(huì)去領(lǐng)導(dǎo)和取得成功。你準(zhǔn)備好去促成這一切了嗎？ 因?yàn)檫@個(gè)世界的問題，不應(yīng)該是人類家庭的傳家寶。

謝謝你們！（掌聲）謝謝！謝謝！

第四篇：TED演講鄒奇奇：成年人能從孩子身上學(xué)習(xí)什么

成年人能從孩子身上學(xué)到什么--鄒奇奇在TED的演講稿（英文加中文翻譯）

(2011-05-22 18:21:46)

標(biāo)簽： 育兒雜談 分類： 轉(zhuǎn)載

鄒奇奇背景資料

美國華盛頓州西雅圖市華裔女童鄒奇奇（英文名Adora Svitak），2008年被美國媒體譽(yù)為“世

界上最聰明的孩子”，她比鳳姐牛多了，3歲時(shí)就開始閱讀各種書籍，從4歲起寫下了400

多篇故事和詩歌，8歲時(shí)出版的故事集《飛揚(yáng)的手指》轟動(dòng)美國，其中包含的300多篇故事

大多以中世紀(jì)為背景，從古埃及寫到了文藝復(fù)興，文中透露的政治、宗教和教育見解，思想

深刻，文思嚴(yán)謹(jǐn)。鄒奇奇也被美國廣播公司譽(yù)為“美國文壇小巨人”。

鄒奇奇的母親鄒燦(Joyce)是中國重慶人，1988年到美國后，學(xué)習(xí)法語專業(yè)的她又獲得了英

語文學(xué)碩士學(xué)位，現(xiàn)在是美國一家電話語音翻譯公司的中英文翻譯員。奇奇的父親約翰John

Svitak是一名捷克裔美國人物理學(xué)博士，現(xiàn)任職于微軟公司。除了奇奇外，他們還有另一個(gè)

名叫希希的10歲女兒，姐妹倆的名字合起來就是“希奇”。全家生活在美國華盛頓州西雅圖

市。盡管鄒奇奇的外表和其他同齡孩子沒啥兩樣，但她的知識(shí)和成就卻遠(yuǎn)非同齡孩子可比。

Now, I want to start with a question: When was the last time you were called childish? For kids

like me, being called childish can be a frequent occurrence.Every time we make irrational

demands, exhibit irresponsible behavior, or display any other signs of being normal American

citizens, we are called childish, which really bothers me.After all, take a look at these events:

Imperialism and colonization, world wars, George W.Bush.Ask yourself: Who's responsible?

Adults.Now, what have kids done? Well, Anne Frank touched millions with her powerful

account of the Holocaust, Ruby Bridges helped end segregation in the United States, and, most

recently, Charlie Simpson helped to raise 120,000 pounds for Haiti on his little bike.So, as you

can see evidenced by such examples, age has absolutely nothing to do with it.The traits the word

childish addresses are seen so often in adults that we should abolish this age-discriminatory word

when it comes to criticizing behavior associated with irresponsibility and irrational thinking.(Applause)Thank you.Then again, who's to say that certain types of irrational thinking aren't

exactly what the world needs? Maybe you've had grand plans before, but stopped yourself,thinking: That's impossible or that costs too much or that won't benefit me.For better or worse, we

kids aren't hampered as much when it comes to thinking about reasons why not to do things.Kids

can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or

that everything were free kind of utopia.How many of you still dream like that and believe in the

possibilities? Sometimes a knowledge of history and the past failures of utopian ideals can be a

burden because you know that if everything were free, that the food stocks would become

depleted, and scarce and lead to chaos.On the other hand, we kids still dream about perfection.And that's a good thing because in order to make anything a reality, you have to dream about it

first.In many ways, our audacity to imagine helps push the boundaries of possibility.For

instance, the Museum of Glass in Tacoma, Washington, my home state--yoohoo Washington--

(Applause)hasNow, our inherent wisdom doesn't have to be insiders' knowledge.Kids already do a lot of

learning from adults, and we have a lot to share.I think that adults should start learning from kids.Now, I do most of my speaking in front of an education crowd, teachers and students, and I like this analogy.It shouldn't just be a teacher at the head of the classroom telling students do this, do that.The students should teach their teachers.Learning between grown ups and kids should be reciprocal.The reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.Now, if you don't trust someone, you place restrictions on them, right.If I doubt my older sister's ability to pay back the 10 percent interest I established on her last loan, I'm going to withhold her ability to get more money from me until she pays it back.(Laughter)True story, by the way.Now, adults seem to have a prevalently restrictive attitude towards kids from every “don't do that,” “don't do this” in the school handbook, to restrictions on school internet use.As history points out, regimes become oppressive when they're fearful about keeping control.And, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little, say in making the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population.Now, what's even worse than restriction is that adults often underestimate kids abilities.We love challenges, but when expectations are low, trust me, we will sink to them.My own parents had anything but low expectations for me and my sister.Okay, so they didn't tell us to become doctors or lawyers or anything like that, but my dad did read to us about Aristotle and pioneer germ fighters when lots of other kids were hearing “The Wheels on the Bus Go Round and Round.” Well, we heard that one too, but “Pioneer Germ Fighters” totally rules.(Laughter)I loved to write from the age of four, and when I was six my mom bought me my own laptop equipped with Microsoft Word.Thank you Bill Gates and thank you Ma.I wrote over 300 short stories on that little laptop, and I wanted to get published.Instead of just scoffing at this heresy that a kid wanted to get published, or saying wait until you're older, my parents were really supportive.Many publishers were not quite so encouraging.One large children's publisher ironically saying that they didn't work with children.Children's publisher not working with children? I don't know, you're kind of alienating a large client there.(Laughter)Now, one publisher, Action Publishing, was willing to take that leap and trust me, and to listen to what I had to say.They published my first book, “Flying Fingers,”--you see it here--and from there on, it's gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.I appreciate your attention today, because to show that you truly care, you listen.But there's a problem with this rosy picture of kids being so much better than adults.Kids grow up and become adults just like you.(Laughter)Or just like you, really? The goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials, but the way progress happens is because new generations and new eras grow and develop and become better than the previous ones.It's the reason we're not in the Dark Ages anymore.No matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away.(Laughter)Adults and fellow TEDsters, you need to listen and learn from kids and trust us and expect more from us.You must lend an ear today, because we are the leaders of tomorrow, which means we're going to be taking care of you when you're old and senile.No, just kidding.No, really, we are going to be the next generation, the ones who will bring this world forward.And, in case you don't think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, you'll want to be heard just like my generation.Now, the world needs opportunities for new leaders and new ideas.Kids need opportunities to lead and succeed.Are you ready to make the match? Because the

world's problems shouldn't be the human family's heirloom.Thank you.(Applause)Thank you.Thank you.首先我要問大家一個(gè)問題： 上一回別人說你幼稚是什么時(shí)候？ 像我這樣的小孩，可能經(jīng)常會(huì)被人說成是幼稚。每一次我們提出不合理的要求，做出不負(fù)責(zé)任的行為，或者展現(xiàn)出有別于 普通美國公民的慣常行為之時(shí)，我們就被說成是幼稚。這讓我很不服氣。首先，讓我們來回顧下這些事件： 帝國主義和殖民主義，世界大戰(zhàn)，小布什。請(qǐng)你們捫心自問下：這些該歸咎于誰？是大人。

而小孩呢，做了些什么？ 安妮·弗蘭克(Anne Frank)對(duì)大屠殺強(qiáng)有力的敘述打動(dòng)了數(shù)百萬人的心。魯比·布里奇斯為美國種族隔離的終結(jié)作出了貢獻(xiàn)。另外，最近還有一個(gè)例子，查理·辛普森（Charlie Simpson）騎自行車 為海地募得 12萬英鎊。所以，這些例子證明了年齡與行為完全沒有關(guān)系?！坝字伞边@個(gè)詞所對(duì)應(yīng)的特點(diǎn) 是常常可以從大人身上看到，由此我們?cè)谂u(píng) 不負(fù)責(zé)和非理性的相關(guān)行為時(shí)，應(yīng)停止使用這個(gè)年齡歧視的詞。

（掌聲）謝謝！

話說回來，誰能說 我們這個(gè)世界不正是需要 某些類型的非理性思維嗎？ 也許你以前有過宏大的計(jì)劃，但卻半途而廢，心想： 這個(gè)不可能，或代價(jià)太高 或這對(duì)我不利。不管是好是壞，我們小孩子 在思考不做某事的理由時(shí)，不太受這些考量的影響。小孩可能會(huì)有滿腦子的奇思妙想 和積極的想法，例如我希望沒有人挨餓 或者所有東西都是免費(fèi)的，有點(diǎn)像烏托邦的理念。你們當(dāng)中有多少人還會(huì)有這樣的夢想 并相信其可能性？ 有時(shí)候?qū)v史 及對(duì)烏托邦的了解，可能是一種負(fù)擔(dān)，因?yàn)槟阒兰偃缢袞|西都是免費(fèi)的，食物儲(chǔ)備會(huì)被清空，而缺失將會(huì)導(dǎo)致混亂。另一方面，我們小孩還對(duì)完美抱有希望。這是件好事，因?yàn)橐獙⑷魏问虑樽優(yōu)楝F(xiàn)實(shí)，你首先得心懷夢想。

在很多方面，我們的大膽想象 拓寬了可能性的疆界。例如，華盛頓州塔可馬市的玻璃博物館，我的家鄉(xiāng)華盛頓州——你好?。ㄕ坡暎┻@個(gè)博物館里有一個(gè)項(xiàng)目叫“兒童玻璃設(shè)計(jì)”，小孩們自由創(chuàng)作自己的玻璃作品。后來，駐館藝術(shù)家說他們所有的一些極佳靈感就來自這個(gè)項(xiàng)目，因?yàn)樾『⒉蝗ダ頃?huì) 吹出不同形狀玻璃的難度限制 他們只是構(gòu)思好的點(diǎn)子。當(dāng)說到玻璃的時(shí)候，你們可能 想到的是奇胡利(Chihuly)色彩豐富的玻璃設(shè)計(jì) 或意大利花瓶，但小孩子敢于挑戰(zhàn)玻璃藝術(shù)家，并超越他們 進(jìn)入心碎蛇 和火腿男孩的領(lǐng)地——看到了嗎，火腿男孩有“肉視力”哦（笑聲）

我們先天的智慧 堪比內(nèi)行人的知識(shí)。小孩已經(jīng)從大人身上學(xué)到許多，而我們也有很多東西可以和大人共享。我認(rèn)為大人應(yīng)該開始向小孩學(xué)習(xí)。聽我演講的觀眾大都是教育圈子里的，這其中有老師和學(xué)生。我喜歡這個(gè)類比。不應(yīng)該只是老師站在教室講臺(tái)上 告訴學(xué)生做這個(gè)做那個(gè)。學(xué)生亦應(yīng)教育他們的老師。成人和兒童之間 應(yīng)該互相學(xué)習(xí)。不幸的是，于現(xiàn)實(shí)里，情況是截然不同的。這跟信任的關(guān)系很大，或者說是缺乏信任的結(jié)果。

如果你不信任某人，你就給他們?cè)O(shè)限，對(duì)吧。如果我懷疑我姐姐沒有能力 償還我給她的上一筆貸款的 百分之十的利息時(shí)，我將要限制她再向我借錢，直到她還清借款為止。（笑聲）順便提一下，這是個(gè)真實(shí)的例子。大人呢，似乎普遍地 對(duì)小孩持限制性的態(tài)度，從學(xué)校手冊(cè)里的 “不能做這個(gè)”、“不能做那個(gè)” 到學(xué)?；ヂ?lián)網(wǎng)使用的各種限制性規(guī)定。歷史告訴我們，當(dāng)政體害怕統(tǒng)治失控時(shí)，它就會(huì)變得暴虐。雖然大人可能不會(huì) 像獨(dú)裁政權(quán)一樣

心狠手辣，但小孩在制定規(guī)則方面是幾乎沒有話語權(quán)的。而正確的態(tài)度應(yīng)該是兩者相互尊重的，也就是說成人群體應(yīng)該了解 并認(rèn)真對(duì)待年幼群體的 愿望。

然而比限制更糟糕的是，大人常常低估小孩的能力。我們喜歡挑戰(zhàn)，但假如大人對(duì)我們期望很低的話，說真的，我們就會(huì)不思進(jìn)取。我自己的父母對(duì)我和姐姐 抱很高的期望。當(dāng)然，他們沒有讓我們立志成為醫(yī)生 或律師諸如此類的，但我爸經(jīng)常讀 關(guān)于亞里斯多德 和先鋒細(xì)菌斗士的故事給我們聽，而其他小孩大多聽的是 《公車的輪子轉(zhuǎn)呀轉(zhuǎn)》。其實(shí)我們也有聽這個(gè)，但《先鋒細(xì)菌斗士》實(shí)在是比那個(gè)強(qiáng)多了。（笑聲）

四歲的時(shí)候我就喜歡上寫作，六歲的時(shí)候，我媽給我買了臺(tái)裝有微軟Word軟件的個(gè)人手提電腦。謝謝你比爾·蓋茨！也謝謝你，媽咪！我用那個(gè)小手提電腦寫了300多篇短篇故事，而且我想發(fā)表我的作品。一個(gè)小孩想發(fā)表作品 這簡直是天方夜譚，但我父母沒有嘲笑我，也沒有說等你長大點(diǎn)兒再說，他們非常支持我。但是很多出版社的回應(yīng)讓人失望。頗具諷刺意味的是，一個(gè)很大的兒童出版社說，他們不跟兒童打交道。兒童出版社不跟兒童打交道？ 怎么說呢，你這是在怠慢一個(gè)大客戶嘛。（笑聲）有一個(gè)出版商，行動(dòng)出版社 愿意給我一個(gè)機(jī)會(huì)，并傾聽我想說的話。他們出版了我的第一本書《飛舞的手指》——就是這個(gè)—— 那以后，我到數(shù)百個(gè)學(xué)校去演講，給數(shù)千個(gè)老師作主題演講，最后，在今天，給你們作演講。

我感謝你們今天聽我演講，因?yàn)槟銈儠?huì)傾聽我，這證明你們真的在乎。但小孩比大人強(qiáng)得多的這幅樂觀圖景 是存在一個(gè)問題的。小孩會(huì)長大并變成像你們一樣的大人。（笑聲）跟你們一樣，真的嗎？ 我們的目標(biāo)不是讓小孩變成你們這樣的大人，而是比你們強(qiáng)的大人。考慮到你們都這么了不起，這可能頗具挑戰(zhàn)性。但進(jìn)步 是因新的一代人和新的時(shí)期而發(fā)生，不斷的進(jìn)步和發(fā)展，并超越之前的年代。這就是為什么我們不再處于黑暗時(shí)代。不管在生活中你的位置在哪里，你必須給孩子創(chuàng)造機(jī)會(huì)。這樣他們才能成長并讓你揚(yáng)眉吐氣。（笑聲）

大人和TED觀眾們，你們需要傾聽并向小孩學(xué)習(xí)，信任我們和對(duì)我們懷有更高的期望。今天你們需要聆聽，因?yàn)槲覀兪敲魈斓念I(lǐng)導(dǎo)，這意味著當(dāng)你們年老體衰時(shí)，我們會(huì)照顧你們。哈，只是開玩笑了。確實(shí)，我們將成為推動(dòng)世界前進(jìn) 的下一代人。而且，假如你認(rèn)為這對(duì)你沒有意義的話，不要忘了克隆是可能的，而這意味著童年可以重來，這種情況下，像我們這一代人一樣，你也會(huì)希望大人傾聽你們的心聲。世界需要產(chǎn)生新的領(lǐng)導(dǎo)人 和新想法的機(jī)會(huì)。小孩需要機(jī)會(huì)去領(lǐng)導(dǎo)和取得成功。你準(zhǔn)備好去促成這一切了嗎？ 因?yàn)檫@個(gè)世界的問題，不應(yīng)該是人類家庭的傳家寶。

謝謝你們！（掌聲）謝謝！謝謝！

第五篇：我們應(yīng)該向名師學(xué)習(xí)什么？

我們?cè)撓蛎麕煛皩W(xué)”什么？

——參加第十二屆“相約名師，聚焦課堂”教學(xué)觀摩活動(dòng)反思

明師！名師！一位名師，他一定是一個(gè)精神明亮的老師。

名師，他們身上閃光的東西太多太多了：睿智的語言，精簡的設(shè)計(jì)，智慧的教學(xué)，幽默理性的回應(yīng)，一針見血的評(píng)價(jià)，與眾不同的氣質(zhì)，獨(dú)具魅力的個(gè)性??這些都是他們身上散發(fā)出來的“精神”。其實(shí)說到“精神”一詞，是一個(gè)很虛幻的東西，這種名師身上的“精神”只可意會(huì)不可言傳，或者也可以說是一種氣場。

當(dāng)他們往課堂上一站，那種氣場可以讓人敏銳地捕捉到：陳金龍老師身上散發(fā)著理性、儒雅的學(xué)者氣，那種調(diào)侃式的回應(yīng)，不僅指出學(xué)生的錯(cuò)誤，更是將學(xué)生當(dāng)成朋友的一種表現(xiàn)，在課堂上，他總是創(chuàng)設(shè)著這樣一種輕松、活潑、自由的“聊天”氛圍；何捷老師有著童真、幽默的孩子氣，同時(shí)又不乏睿智、閱歷的老者氣息，正如王文麗老師的評(píng)價(jià)“何老師既像一位睿智的老者，又像一位機(jī)敏的少年”真是恰當(dāng)好處地描繪出了這樣一位“老頑童”式的老師，他的課堂上總是笑聲不斷，他對(duì)學(xué)生妙趣橫生的評(píng)價(jià)就是一篇很精彩、很幽默的現(xiàn)場“作文”；王文麗老師身上散發(fā)著一種女性身上的溫和、知性氣息，她的課堂是一種理性和感性融合為一的教學(xué)；林莘老師沒有精心的打扮，卻散發(fā)著素雅、淡定的氣息，她在課堂上充滿了勇氣，嘗試著自己的“教學(xué)革命” ??

懷著虔誠的心，近距離地面對(duì)著名師，我認(rèn)真地觀察他們的課堂。每一節(jié)的觀摩課結(jié)束，都會(huì)有很大的觸動(dòng)，每一次的觸動(dòng)就是一種感悟和反思?? 關(guān)于習(xí)作教學(xué)的思考

這次的研討會(huì)讓我看到了中高年段的習(xí)作教學(xué)。習(xí)作教學(xué)一直以來是讓我頭疼的，不知怎樣引導(dǎo)學(xué)生，不懂得怎樣將理論性的方法交予學(xué)生，不懂得怎樣做出恰當(dāng)?shù)脑u(píng)價(jià)讓學(xué)生每一“作”都有點(diǎn)滴收獲，有太多的疑問和不解了。正是因?yàn)榻處熡羞@么多的不解，所以學(xué)生也是說到習(xí)作就頭疼，每當(dāng)讓他們提筆寫作時(shí)就“無話”可寫，“無情”可吐。在觀摩了幾節(jié)習(xí)作教學(xué)課后，應(yīng)該說給了我教學(xué)的一個(gè)方向，一個(gè)思考的指引。先說說四年級(jí)的唐曉俐老師《體驗(yàn)作文教學(xué)張冠李戴》。整個(gè)習(xí)作教學(xué)的設(shè)計(jì)是：（1）導(dǎo)入游戲，說說規(guī)則；（2）備戰(zhàn)游戲，說說心情；（3）體驗(yàn)游戲，記錄自我；（4）體驗(yàn)游戲，觀察他人；（5）整理體驗(yàn)，擬定題目。

這一節(jié)習(xí)作課就是以“游戲”為體驗(yàn)的載體，又借助“體驗(yàn)”激發(fā)學(xué)生的習(xí)作欲望，老師努力創(chuàng)設(shè)快樂作文的課堂教學(xué)氛圍。在課堂上教師不斷地提醒學(xué)生：注意傾聽“游戲規(guī)則”，老師說完規(guī)則后，輕輕地反問一句“聽清楚老師的話了嗎？誰來說一遍？”，這是在訓(xùn)練學(xué)生的傾聽的能力；注意觀察班級(jí)學(xué)生，在開始玩游戲時(shí)，老師總是不忘記說“一定要記得觀察班級(jí)其他同學(xué)的表情，比如他是怎樣笑的，他是怎樣說的”，這是在訓(xùn)練學(xué)生注意觀察的能力；注意留心體驗(yàn)，在玩游戲的過程中，班級(jí)里面發(fā)出了怎樣的笑聲，你在想些什么，這是訓(xùn)練學(xué)生關(guān)注自己；注意把剛剛感受到的，看到的，說的，用筆記錄下來（要求：不說話，不抬頭，不停筆。時(shí)間5分鐘），這是讓學(xué)生及時(shí)把感受到的記錄下來。這節(jié)課是讓孩子記敘一次有趣的活動(dòng)，并不是讓學(xué)生一揮而就，而是把剛剛聽到的游戲規(guī)則，剛剛看到的同學(xué)的表現(xiàn)，剛剛自己玩游戲時(shí)的心里想法，把這些連起來就組成一篇記敘文。最后，設(shè)計(jì)一個(gè)“個(gè)性化擬題”環(huán)節(jié)，教師提示可以從內(nèi)容上入手，從體會(huì)上入手，從時(shí)間上入手給這次習(xí)作的題目寫在開頭。

針對(duì)四年級(jí)的學(xué)生，這樣帶著學(xué)生去觀察，去傾聽，去注意，讓學(xué)生潛移默化地養(yǎng)成習(xí)作習(xí)慣，很值得借鑒。陳金龍老師是針對(duì)五年級(jí)的學(xué)生進(jìn)行一次“話題”作文的指導(dǎo)。在習(xí)作的過程中，我們完全不知道他讓學(xué)生寫什么，他的習(xí)作課堂就是這樣充滿懸念。（1）聊天：今天來交朋友，怎樣交朋友？要求是要說實(shí)話。（在聊天的過程中就把習(xí)作的要求滲透進(jìn)去。）

（2）空兩格，寫上朋友兩字。習(xí)作你說的話一定要對(duì)得起朋友這兩字兒。聊一聊：你在學(xué)?？鞓穯?？把你說的用筆記下來。

（3）繼續(xù)給出話題，習(xí)作給你兩塊錢，你去買彩票，中了五百萬，你會(huì)怎么花？（這些話題都是學(xué)生喜歡聊的，會(huì)聊的。當(dāng)然在這個(gè)聊的過程中，陳老師對(duì)學(xué)生的一些做法做出針對(duì)性卻又不失幽默的評(píng)價(jià)。）現(xiàn)在拿起筆，空兩格寫下，朋友，假如我中了五百萬??

（4）課件出示：比爾·蓋茨及他的花錢理念。呈現(xiàn)社會(huì)上各種艱苦的圖片并配上教師深情的解讀。繼續(xù)拿起筆空兩格，把你看到的讓你震驚的畫面寫下來，一定要吐露真情。

（5）學(xué)生交流。教師及時(shí)給予建議并指導(dǎo)學(xué)生進(jìn)行修改。

（6）把剛剛你們寫的不快樂讀一讀，有什么感受?，F(xiàn)在你認(rèn)為真正地快樂是什么？再拿起筆寫來。

（7）出示老師寫的《幸福是什么？》讓學(xué)生對(duì)比，并告訴學(xué)生可以借用喜歡的句子。（8）把剛剛寫下來的整理出來就是一篇文章。給他加個(gè)題目。（9）交流文章，再次修改文章。

陳老師這種大氣開放的習(xí)作教學(xué)設(shè)計(jì)是一種智慧，這種連段成篇的習(xí)作教學(xué)值得高年級(jí)思考。

何捷老師是針對(duì)六年級(jí)學(xué)生，進(jìn)行“看圖寫文”，并不是簡單的看圖寫話，在教學(xué)過程中滲透著“創(chuàng)意寫作”的理念。教學(xué)的素材源自新聞網(wǎng)上的一組真實(shí)圖片《老人與貓》，引導(dǎo)學(xué)生看圖后創(chuàng)編故事。在這次60分鐘的習(xí)作課中，重要滲透的是“作前構(gòu)思”“情節(jié)鋪陳”“‘我’的介入”“情節(jié)突轉(zhuǎn)”“細(xì)節(jié)刻畫”等故事創(chuàng)編必須的元素，逐步深入地引導(dǎo)兒童能創(chuàng)編故事。在習(xí)作過程匯總，滲透高年級(jí)兒童成長所需的情感、態(tài)度、價(jià)值觀，達(dá)到育人目的。（1）聊“看圖”。教會(huì)看圖方法：看得見，用眼看；看不見，用心看。（2）看圖，說圖。

（3）“缺位”彌補(bǔ)。A素材彌補(bǔ)：羅列“我的需要”清單B創(chuàng)意彌補(bǔ)：“我”的介入。這三節(jié)習(xí)作觀摩課，給了我們對(duì)于習(xí)作教學(xué)設(shè)計(jì)的方向和具體的操作的方法。吳福雷老師針對(duì)習(xí)作課進(jìn)行簡單的點(diǎn)評(píng)并對(duì)了關(guān)于習(xí)作的指導(dǎo)：

首先教師自己要熱愛作文，親近作文，讓作文成為我們老師的習(xí)慣，甚至是一種愛好。第一，習(xí)作一定要讓學(xué)生打開心扉，才能實(shí)現(xiàn)習(xí)作。

準(zhǔn)備一節(jié)充滿正能量的習(xí)作教學(xué)課，學(xué)會(huì)和學(xué)生聊天，和學(xué)生溝通，關(guān)注學(xué)生的情緒，而這種情緒就是一種寫作的素材。第二，讓話題真實(shí)。

習(xí)作所選擇的話題要讓學(xué)生有話可說，而不是老師自己有話可說。第三，“立竿見影”：及時(shí)評(píng)價(jià)。

沒有立竿見影的評(píng)價(jià)，學(xué)生走不遠(yuǎn)。讓學(xué)生第一時(shí)間表達(dá)，第一時(shí)間展現(xiàn)，第一時(shí)間修改，第一時(shí)間分享。真正的修改，有用的修改應(yīng)該是在課堂上完成得。第四，“七步成詩”。

對(duì)于寫作，要有速度的要求，特別是對(duì)高年級(jí)學(xué)生來說，要讓學(xué)生在課堂上緊張地構(gòu)思，每個(gè)習(xí)作環(huán)節(jié)要有時(shí)間的限制。不要讓學(xué)生課堂的任務(wù)輕了，課外任務(wù)重了。關(guān)于“靈活運(yùn)用并開發(fā)語文資源”

（一）許嫣娜老師的繪本教學(xué)《紙馬》，借繪本讀懂一個(gè)故事。（1）猜故事。讀題目，讀封面。

（2）想故事。單幅想故事，連貫想故事。

（3）講故事。師生合作講故事，孩子獨(dú)立講故事。（4）悟故事。

繪本教學(xué)可以針對(duì)低年級(jí)的學(xué)生，作為教材的有機(jī)補(bǔ)充。低年級(jí)孩子喜歡圖文并茂的書籍，繪本教學(xué)可以滿足低年級(jí)學(xué)生的要求。繪本教學(xué)的一個(gè)設(shè)計(jì)思路可以這樣：把孩子帶進(jìn)繪本情境——孩子進(jìn)學(xué)角色體驗(yàn)——閱讀感悟。

（二）高年級(jí)詩歌教學(xué)的語文核心價(jià)值：意象

什么是詩歌的意象，就是詩人將自己的情思賦予的事物。羅才軍老師《聞官軍收河南河北》抓住詩歌中的“喜”這一情感，通過讓學(xué)生默讀、圈劃、想象、體味、補(bǔ)白等手段把握詩歌當(dāng)中層層疊加的喜悅意象。最后將詩歌的不同書體的演變展現(xiàn)詩歌的長盛不衰。所以，羅老師的課是將文字、文學(xué)、文化融合在一起。

王文麗老師通過李叔同的《送別》將古代詩人和現(xiàn)代詩人的送別詩進(jìn)行歸納整理，并帶著學(xué)生體會(huì)《送別》中蘊(yùn)含的美感和情感。在這節(jié)課上，王老師抓住“長亭”“古道”“芳草”“楊柳”等詩歌的意象，領(lǐng)悟環(huán)境——意境——心境，讓學(xué)生懂得“一切景語皆情語”。這兩節(jié)詩歌教學(xué)觀摩課，老師都能抓住詩歌中的核心價(jià)值資源，教會(huì)學(xué)生學(xué)習(xí)詩歌的方法。關(guān)于“靜悄悄課堂”的思考 林莘老師的習(xí)作教學(xué)課《笑》，讓我關(guān)注的不是她的設(shè)計(jì)，而是她在自己課堂上滲透的關(guān)于“靜悄悄”革命的教學(xué)。在她的習(xí)作課上，她提出了“U”型課桌椅的布置，“安靜”的思考，“靜悄悄”的討論，同桌共同體學(xué)習(xí)等新的教學(xué)理念。我特別感興趣的是同桌到的“共同體學(xué)習(xí)”。實(shí)際的操作是同桌兩人就是“雙胞胎”，其中一人起來回答問題，另一人也要起立，說出自己的觀點(diǎn)。這樣可以讓大部分學(xué)生，甚至是所有學(xué)生都有站起來的機(jī)會(huì)，都有鍛煉勇氣的機(jī)會(huì)。這一理念可以在實(shí)際課堂中進(jìn)行操作，以期培養(yǎng)學(xué)生的膽量。

關(guān)于“靜悄悄”的學(xué)習(xí)是日本佐藤先生提出的。這一理念的價(jià)值在哪？還待我們的實(shí)踐。用陸游那句詩結(jié)束這次的反思“紙上得來終覺淺，覺知此事要躬行”。